To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

A newsletter about the Dynamic Learning Maps Alternate Assessment System May 2013
Claims, Conceptual Areas, and Essential Elements
The Dynamic Learning Maps
Alternate Assessment System
(DLM-AAS) is a comprehensive
assessment system being designed
to support student learning and to
more validly measure what students
with significant cognitive disabilities
know and can do.
The DLM system uses a variant
of evidence-centered design as the
framework for designing the DLM-AAS.
While evidence-centered
design is multi-faceted, it starts
with a set of claims regarding
the important knowledge in the
domains of interest (mathematics
and English Language Arts) as well
as an understanding of how that
knowledge is acquired.
Two sets of claims have been
developed for DLM; a set each for
mathematics and English Language
Arts. The claims organize the
content of the Dynamic Learning
Map and Common Core Essential
Elements (both created by the DLM
Consortium) that are central to the
DLM-AAS.
Four claims each for English
Language Arts and mathematics
were identified. Together these
claims encompass the conceptual
and procedural knowledge we
claim is important for students with
significant cognitive disabilities to
learn on their path to proficiency in
English Language Arts (reading,
writing, language, communication)
and mathematics.
Within each of the claims, the
DLM Consortium has identified
see Claims on page 2
Helpful Terms:
Claims: statements of what we
intend students to learn and the
DLM assessment to measure
Conceptual Areas: subareas
of the claims that identify large
areas of conceptually related
skills
The Dynamic Learning Map: a
massive network of knowledge
and skill development within
mathematics and English
Language Arts that reflects
the research in each domain,
plus the foundational skills that
contribute to later domain-specific
development
Common Core Essential
Elements: specific statements
of knowledge and skills that are
linked to the grade-level specific
expectations in the Common
Core State Standards. Essential
Elements build a bridge from the
Common Core State Standards
to expectations for students with
the most significant cognitive
disabilities.
Claims & Conceptual Areas:
• Organize the content of the
Dynamic Learning Map and
the Common Core Essential
Elements
• Communicate our goals for
student learning
• Provide a framework for
organizing teaching and learning
both within and across grades
About Us:
The Dynamic Learning Maps
Alternate Assessment System
Consortium is made up of 15 states
and additional partner agencies
developing the Dynamic Learning
Maps Alternate Assessment
System, a computer-based
assessment for the 1 percent of
the K-12 public school student
population with significant cognitive
disabilities for whom, even with
accommodations, general state
assessments are not appropriate.
Led by the Center for
Educational Testing and Evaluation
at the University of Kansas, DLM
is funded through a five-year-grant
awarded in late 2010 by the U.S.
Department of Education, Office of
Special Education Programs. The
assessment will be implemented
during the 2014-2015 school year.
The DLM Consortium is one of
two multistate consortia to receive
federal grants to create a next-generation
alternate assessment
linked to Common Core State
Standards in math and English
Language Arts for the 1 percent
population. DLM member states
are involved during every phase of
DLM-AAS development.
DLM Consortium States
Illinois • Iowa • Kansas
Michigan • Mississippi
Missouri • New Jersey
North Carolina • Oklahoma
Utah • Vermont
Virginia • Washington
West Virginia • Wisconsin

A newsletter about the Dynamic Learning Maps Alternate Assessment System May 2013
Claims, Conceptual Areas, and Essential Elements
The Dynamic Learning Maps
Alternate Assessment System
(DLM-AAS) is a comprehensive
assessment system being designed
to support student learning and to
more validly measure what students
with significant cognitive disabilities
know and can do.
The DLM system uses a variant
of evidence-centered design as the
framework for designing the DLM-AAS.
While evidence-centered
design is multi-faceted, it starts
with a set of claims regarding
the important knowledge in the
domains of interest (mathematics
and English Language Arts) as well
as an understanding of how that
knowledge is acquired.
Two sets of claims have been
developed for DLM; a set each for
mathematics and English Language
Arts. The claims organize the
content of the Dynamic Learning
Map and Common Core Essential
Elements (both created by the DLM
Consortium) that are central to the
DLM-AAS.
Four claims each for English
Language Arts and mathematics
were identified. Together these
claims encompass the conceptual
and procedural knowledge we
claim is important for students with
significant cognitive disabilities to
learn on their path to proficiency in
English Language Arts (reading,
writing, language, communication)
and mathematics.
Within each of the claims, the
DLM Consortium has identified
see Claims on page 2
Helpful Terms:
Claims: statements of what we
intend students to learn and the
DLM assessment to measure
Conceptual Areas: subareas
of the claims that identify large
areas of conceptually related
skills
The Dynamic Learning Map: a
massive network of knowledge
and skill development within
mathematics and English
Language Arts that reflects
the research in each domain,
plus the foundational skills that
contribute to later domain-specific
development
Common Core Essential
Elements: specific statements
of knowledge and skills that are
linked to the grade-level specific
expectations in the Common
Core State Standards. Essential
Elements build a bridge from the
Common Core State Standards
to expectations for students with
the most significant cognitive
disabilities.
Claims & Conceptual Areas:
• Organize the content of the
Dynamic Learning Map and
the Common Core Essential
Elements
• Communicate our goals for
student learning
• Provide a framework for
organizing teaching and learning
both within and across grades
About Us:
The Dynamic Learning Maps
Alternate Assessment System
Consortium is made up of 15 states
and additional partner agencies
developing the Dynamic Learning
Maps Alternate Assessment
System, a computer-based
assessment for the 1 percent of
the K-12 public school student
population with significant cognitive
disabilities for whom, even with
accommodations, general state
assessments are not appropriate.
Led by the Center for
Educational Testing and Evaluation
at the University of Kansas, DLM
is funded through a five-year-grant
awarded in late 2010 by the U.S.
Department of Education, Office of
Special Education Programs. The
assessment will be implemented
during the 2014-2015 school year.
The DLM Consortium is one of
two multistate consortia to receive
federal grants to create a next-generation
alternate assessment
linked to Common Core State
Standards in math and English
Language Arts for the 1 percent
population. DLM member states
are involved during every phase of
DLM-AAS development.
DLM Consortium States
Illinois • Iowa • Kansas
Michigan • Mississippi
Missouri • New Jersey
North Carolina • Oklahoma
Utah • Vermont
Virginia • Washington
West Virginia • Wisconsin